Emphasizing Bloom's Affective Domain to Reduce Pharmacy Students' Stigmatizing Attitudes.

Journal Article (Journal Article)

Objective. To create a learning environment using Bloom's affective domain as a framework that would reduce third-year pharmacy students' stigmatizing attitudes toward patients with mental illness. Design. Prior to the start of the module, students were asked to complete the 27-question Attribution Questionnaire Short Form (AQ-27). The teaching approach and in-class activities were designed to allow students' to experience the major categories within Bloom's affective domain. The module used patient cases, interactive-learning activities, and reflective discussions to augment pharmacological and therapeutic knowledge with a humanistic understanding of mental illness. Students were asked to retake the AQ-27 after completing the module. Assessment. Paired responses on the AQ-27 were reported for 74 of 104 students, which represents a response rate of 71.2%. Students' scores changed significantly on nine of the 27 questions. Students' attitudes pre- to post-module revealed a significant increase in the help construct, while there was a significant decrease in the dangerousness and fear constructs. Conclusion. Designing and implementing a course along the continuum of Bloom's affective domain resulted in appropriate changes in students' attitudes toward patients with mental illness.

Full Text

Duke Authors

Cited Authors

  • Muzyk, AJ; Lentz, K; Green, C; Fuller, S; May, DB; Roukema, L

Published Date

  • March 25, 2017

Published In

Volume / Issue

  • 81 / 2

Start / End Page

  • 35 -

PubMed ID

  • 28381895

Pubmed Central ID

  • PMC5374924

Electronic International Standard Serial Number (EISSN)

  • 1553-6467

Digital Object Identifier (DOI)

  • 10.5688/ajpe81235


  • eng

Conference Location

  • United States